Transcript Participants will: - BonnyBuffington

Deeply Aligned Teaching
How to prepare
students for success
on statewide testing
Participants will:
 Recognize effective learning targets that align to the
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written curriculum.
Become aware of vocabulary essential to success
on statewide tests.
Use the Success web site to create practice tests for
students.
Examine cognitive level of benchmarks and
indicators using SEC web site.
Develop lessons plans with differentiating strategies
and interventions that align to the statewide
curriculum and tests.
Preparing students and parents
 ODE: “Strategies for Taking State
Assessments Information for Parents and
Students”
 Vocabulary: Verbs from standards
Deep Alignment
Context
Test format
Given information
Given materials
Distractors
Performance verbs
Cognitive Level
Knowledge
Process
Analysis
Evaluation
Metacognition
Content
Pre-requisites
Vocabulary
Knowledge & skills
Key concepts
Extension
Classroom application
Teaching strategies
Classroom activities
Relevance to life
Assessment
Interventions
Content
•Pre-requisites
•Vocabulary
•Knowledge & skills
•Key concepts
•Extension
How will I share with students?
How will I go beyond?
An effective learning target should:
 Describe learning goals, not activities (the
WHAT and not the HOW)
 Tell specifically what the students will be able
to know or do
 Use indicators from Ohio’s Academic Content
Standards
 Be “just right” for one lesson unit
Is this an effective learning target?
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Do #5-20 on page 167
Legislative Branch
Explain the causes of World War II
Write a narrative paragraph
Work on your lab project
Fractions
Add fractions and mixed numbers
Describe some battles from the Civil War
Cooking
Context
•Success Web site at:
•http://portal.success-ode-state-oh-us.info
•ODE web site at: http://www.ode.state.oh.us
Teaching: Practice Tests
Teaching: Released Test Material
Scoring guides, blueprints
How will I share with students?
How will I go beyond?
Some things you need to know:
 Grades 5 and 8 social studies and science
are benchmark tests.
 Indicators from previous years math and
reading are fair game.
 Biggest errors kids make on constructed
response: not responding to the WHOLE
question; not understanding question
vocabulary.
Cognitive Level
•Bloom’s Taxonomy
•Recall – know, understand
•Process – apply,
demonstrate
•Analyze – compare,
generalize
•Evaluate – use in new
situations
How will I share with students?
How will I go beyond?
Some things you need to know:
 Surveys of Enacted Curriculum shows
cognitive levels required for your grade level
indicators and past tests:
http://www.seconline.org
 Teachers may “cover the material” but not on
a high enough cognitive level
 HOTS involves PRACTICE
Classroom Application
•Teaching strategies
•Classroom activities
•Relevance to life
•Formative/summative assessment
•Interventions
How will I share with
students?
How will I go
beyond?
The Big Questions
 What do students need to learn?
 How will I know students have learned it?
 What will I do if they don’t learn it?
Rick DuFour
Interventions and Strategies
 Strategy Ring
 A+ software
Using the GAME Plan
Goals – set clear learning targets (OACS)
Activities – geared to knowledge or skills
(Strategy Ring, SEC web site)
 Access previous knowledge
 Add new knowledge
 Apply in a variety of situations
 Assess and summarize what has been learned
Measurement – ongoing check for
understanding (Success Web site)
Evaluation – Now what?
(A+ software)
Summing it Up
 Compass points
E – What excites you about what you have
learned today?
W – What worries you?
N – What else do you need to know?
S – What are the next steps you need to take?
Questions for the Consultant:
Bonny Buffington,
Knox County ESC
740-393-6767
http://www.bonnybuffington.wikispaces.com
[email protected]